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Classroom behaviour of children living in contexts of adversity

Paterson, Celéste (2012-03)

Thesis (MedPsych)--Stellenbosch University, 2012.

ENGLISH ABSTRACT: Many communities in South Africa are exposed to continuous adversity in the form of poverty, malnutrition, violence, crime, overcrowding, neglect and oppression. Continuous exposure to adverse living conditions can have a negative impact on a child‟s development. Research was undertaken in an attempt to understand the classroom behaviour of children who live in conditions of continuous adversity, as well as the effect that the adversity may have on their academic performance, their emotional state and their interaction with peers in the classroom. A bio-ecological framework was employed to understand the interaction between the individual and the different systems that he or she forms part of.
This study was undertaken within an interpretive paradigm and a qualitative methodology was used in gathering the data. Data was gathered through the use of observation, semi-structured interviews, checklists and review of documents. A constant comparative method of data analysis was used to analyse the data.
Research findings indicated that most of the participants displayed inappropriate classroom behaviour which included poor academic performance, withdrawal types of behaviour and externalising disruptive behaviour such as aggression and poor social interaction with the teacher and their peers. These participants also presented with some physical symptoms and displayed emotional states such as anger, sadness and anxiety. It was also evident that the participants had been exposed to pervasive conditions of poverty and adverse life circumstances in their communities.